Body/Spatial Awareness

Body/Spatial awareness is the ability to sense where one is in space.  It is associated with the proprioceptive system (gives us information from our muscles and joints), but the vestibular (movement of our head in space) and tactile (touch) systems are also involved.  Kids need this information to know where their body starts and ends...they need this information to be able to move their bodies in relation to objects and within the space they are in.  Body awareness is also related to language, particularly in regards to directional concepts.  Poor body image can lead to the following in kids:

• difficulty with judging space and distance 
• difficulty learning new motor movements and using/following directional concepts when moving their body
• clumsiness/lack of coordination, difficulty with fine and gross motor skills
• difficulty grading movement (using too much force or not enough pressure)
• needing to look at his/her own body for visual cues or at others for visual cues when trying to figure out how to move (If there are issues with body/spatial awareness, kids will often compensate by using their vision as cues.)
• sometimes kids can have difficulty labeling body parts on themselves or others or sequencing body parts when drawing or completing puzzles (because they are not aware of their own bodies)

Some activities you can do to address body/spatial awareness:

• identify body parts upon request (point to, verbally label)
• complete body puzzles or games, learn to sequence body parts and facial features when drawing

• Mat Man activities from “Handwriting Without Tears”  http://www.hwtears.com/hwt/learning-lounge/mat-man-world

Mat Man from Handwriting Without Tears

• play Simon Says using directional concepts (Simon Says touch your elbow, your left knee, etc)
• rhythm stick and scarf activities
• have your child imitate you assuming static postures (your body in a position, not moving) and dynamic sequences of movement (a movement sequence)
• touch 2 body parts together (touch your elbow to your new, touch your hand to your hip)
• use or move their body in relation to objects (sit behind the chair, stand on top of the bench, go under the table)
• provide proprioceptive, vestibular and tactile experiences to tap into these sensory systems